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Showing posts with label Essays. Show all posts
Showing posts with label Essays. Show all posts
How does Tim Winton use plot to engage readers in the social concern(s) of 'On Her Knees'?

Initially, there is an individual vs. society conflict, as Vic’s mother was always patronized by her employers, who had taken her for granted and were trying to chip her rate down, even though she had got a good name. Through the development of the plot, we were shown the gap between the rich and poor and the vulnerability of people of lower hierarchies, represented by Vic and his mum in the story. Secondly, the story introduces a sense of an individual vs. individual type conflict, as it is clear that Vic thought differently comparing to his mother when being demeaned by people.

The main protagonists in the story are Vic Lang and his mother. The individual vs. society conflict was shown through lots of details in the inner thinkings of Vic: “I’d seen their patronizing notes on floral paper, their attempts to chip her rate down.” Through demonstrating these details from the perspective of Vic, the “victim" of the story and the representation of the lower community in the society, we are encouraged to despise the employers of Vic’s mother, the villains with more advantages over the victims. At the same time, we get to see what these vulnerable ones in the society are treated, what they perceive from society. We also tend to sympathize Vic and Vic’s mother and question why their societies had made that patronization happen.

Photo by Pixabay from Pexels

The main cause of the individual vs. individual conflict, as introduced in the outset of the story, could be the difference between Vic and his mother’s reaction when being devalued. When Vic’s mum was devalued, being blamed for stealing a pair of earrings that she did not steal, Vic was offended and wanted to revenge by not returning the house for cleaning, while his mother, after crying under the lemon tree out of sadness of being wronged, seemed to be doing nothing about this and decided to go back to clean the house again. Vic could not understand his mum, thus, the conflict was built up. Vic’s anger towards people who hire his mum could be shown with his inner thinking in his characterization: “[Mum] was proud of her good name and the way people bragged about her and passed her around like a hot tip, but I resented how quickly they took her for granted.” An effect of this could be Vic’s mum going back to clean the house on her own, Vic staying at home planning for taking revenge on Mum’s employers.

As the plot developed further, we as readers have more understanding of the situation Vic and his mother were facing. The terrible working environment and a large amount of work of Vic and his mother were described: “The stink was awful” in the “airless laundry”, and there were “every sill and architrave, each lamp and mirror” waiting to be cleaned. Through these, the idea of wealth gap was further explored. In addition, after the earrings were finally found underneath the bed, being left there just because of the employer’s carelessness, the two protagonists were arguing to or not to take the money the employer give them before sacking them. While Vic thought that they should do so to vent their anger, Vic’s mother prefer not to do so as “all [the employer] have to say is that she made [her] guilty enough to give them back”. This creates even more gap between the two characters.

Photo by bruce mars from Pexels

The two conflicts were closely interconnected. As the rich were patronizing the poor, the poor need to keep their dignity and try to stop the patronization. When Vic’s mother chose not to take the money, Vic was startled, but after Mum explaining her decision, Vic suddenly fully understood what dignity means. Leaving the money proved that Vic’s family would only earn money not through stealing nor the employer’s benevolence, but only money that they deserved and from what their hard work. Before this, Vic has decided to put the pair of earrings into the stinking cat tray out of anger, but now he decided to take it back, as he finally agreed with his mother, appreciating her actions, the gap between him and his mother was fulfilled, the individual vs. individual conflict is resolved. At this point, individual vs. society conflict should also be resolved. However, it is not known if the employer of Vic’s mother was convinced, if she was still blaming Vic’s mother for the loss of the earrings even after they were returned to her. This leads us to feel that the conflict wasn’t fully resolved. With Vic and his mother representing the poor and the employers as the rich in the society, we are encouraged to question why the rich must patronize the poor, why the poor needs to be so vulnerable, not even able to keep their dignity.

By setting multiple conflicts, providing more understanding of the situation to the readers, showing possible resolutions and eventually providing an unsatisfying resolution, the writer not only engages readers, but also raise awareness of the social concern of wealth gap in ‘On Her Knees”.

Analysis on an Effective Narrative

The conflict of the story is that Joseph, the new student to a school in Ireland, is not being accepted by his new classmates. The main cause of this is partly due to racial discrimination of the boys in Ireland, and also partly because Joseph’s strange personality formed by his painful experiences in Africa – his dad being brought away from him (and probably shot_. The audience are being encouraged to sympathize Joseph, as most of the scenes are shown from his point of view – being bullied by Seth, the boy sitting behind him, being splashed with water, pulling Seth’s finger out of anxiety… The personality of Joseph is also portrayed by this series of events, showing him as the weaker one in front of his classmates and teachers. Thus, the characterization of Joseph and his situation in his new school draw sympathy from the audience.

As the audience go deeper into the story, they might be interpreting the possible resolutions to the conflict in the story. With Joseph being the weaker one and some people that actually saw the truth of the boys bullying Joseph, for example the girls, a possible resolution might be the girls standing up for Joseph, explaining to the teacher about what happened, and Joseph being finally accepted in the new school. As the audience start to know more about the story, the past stories of Joseph, what happened to him and his father, they will have a better understanding of what caused Joseph’s personality, which is also a significant cause of the conflict of the story. Joseph’s story makes the audience to think that the story cannot be resolved easily, it won’t do anything even if Joseph’s teacher and classmates accept him without he himself opening up his heart, overcoming the barrier that thwarts him from socializing. With more understanding to the cause of the conflict, we sympathize Joseph even more.

The resolution was given at the end of the story. The girl, Hazel, who saw everything that happened to Joseph, is trying to tell the teacher the truth. However, the teacher is being a bit overly strict, resulting in Hazel unable to say anything. Hazel then curses the teacher, causing the teacher to be really upset. Both Chris and Seth laugh at the girl, and as it is really funny, Joseph laughs. He starts to remember his past lessons with his dad, laughing with his classmates together, all those happy memories. He finally walks out from the shadow of his dad’s death and becomes more willing to accept his new life. The story ends here, but for me, it isn’t a very good resolution. Joseph will not stop feeling sad for his dad just by a few jokes told by his classmates. Racial discrimination will not disappear even though Joseph makes a few friends. As a result, the conflict is resolved unsatisfactorily, provoking the audience into consideration of concerns in the reality. There are people in the world being killed while they have done nothing wrong. There are people young and old, being discriminated just because of their skin color. These are some of the deeper meaning that are shown in the film.

How does the short film "New Boy" engage readers?

London was empty, silent and spooky. The dark sky was cloudy and foggy, shrouding London. The River Thames, as if drought-stricken, was filled with barren, parched soil instead of fresh and clear water. Right in the middle of the river was a cargo ship half-sank in the perfectly opaque soil, full of goods. The cargo ship was abandoned, its rusted components covered in a thick layer of ash. Remained in a tilted position, it seemed that the cargo ship was trying to get itself out from the cracks of the ground in its last moments.

The river extends to far away as if a humongous python with the smell of decay. On the left side of the river stood the City Hall. Its windows were covered in ashes and filth, some are even smashed, knocked off, cascading, completely without its magnificent impression when the City Hall was the headquarters of the Greater London Authority. Behind the City Hall is the Shard. Its four sharp, shiny edges were cracked as if the mane of a steed shaved here and there. On top of it, flame and smoke were licking the charred windows, engulfing them just as a fiery dragon and threatened to burn the great edifice from its inside. The smoke was then carried by the wind to the left side of the desolated, polluted sky. Right behind the Shard is the London Bridge. It has collapsed, as if centuries ago. The charming patterns and the lovely pink color on the side of the bridge were all gone. All that remained of the bridge was two of the three strong piers that had stood in the river since long ago in the late 20th century, and the snapped horizontal beam that could no longer stand the weight of vehicles. London was empty, silent and spooky, surrounded by an oppressive tone.

Dystopian London - And the 100th Post

How does the writer use language to convey the majestic nature of the hawk and the feelings of Helen Macdonald?

In the extract from H is for Hawk by Helen Macdonald, the writer uses language to convey the majestic nature of the hawk and the inner feelings of Helen Macdonald.

The writer uses metaphor to convey the majestic nature of the hawk. This can be shown from the description of the hawk: “She is a conjuring trick. A reptile. A fallen angel. A griffon from the pages of an illuminated bestiary. Something bright and distant, like gold falling through water.” These sentences describe the young hawk as lots of things, including a reptile that represents fierceness, a fallen angel that represents outstanding beauty and innocence, a griffon that represents unbounded courage, and gold falling through water that suggests the natural magnificence of the hawk. The metaphors used in these descriptions vividly illustrate the hawk as a strong, beautiful and admirable being, and this can be concluded as being majestic. Therefore, the writer uses metaphor to convey the majestic nature of the hawk.


Besides illustration of the hawk, the writer also reveals the feelings of Helen Macdonald. Firstly, the writer uses polysyndeton to convey the feelings of Helen Macdonald. This is shown at the beginning of the third paragraph: “[…] he reached inside, and amidst a whirring, chaotic clatter of wings and feet and talons and a high-pitched twittering and it’s all happening at once […]” The repetition of the conjunction “and” speeds up the pace, showing a large number of details Helen Macdonald noticed, implying that she was worried, a bit disconcerted, quite interested and paid a great amount of attention on the hawk. Therefore, the writer uses polysyndeton to convey the feelings of Helen Macdonald.

Secondly, the writer uses a single sentence word to convey the surprise of Helen Macdonald. When Macdonald realized that the hawk was not hers, the writer uses a paragraph with just a sentence with only one word: “Oh.” This sentence, comparing to the ones from the last paragraph, was like a sudden break. It is a sound in a long silence to voice Macdonald’s surprise, trying to understand what had just happened. This accurately shows Macdonald’s unbelief that the younger hawk, the one that she adored so much, was not her hawk. Thus, the writer uses and single sentence word to convey the surprise of Helen Macdonald.

In conclusion, in the extract from H is for Hawk by Helen Macdonald, the writer uses metaphor to vividly illustrate the majestic nature of the hawk, polysyndeton and a single sentence word to convey the inner feelings of Macdonald effectively.

**I've read some book review H is for Hawk seems to be quite interesting! I decide to read it next week.

Language Techniques in H is for Hawk

Recently, I was doing a Coursera course on statistics and social sciences. I read this article named "Self-Deceived Individuals Are Better at Deceiving Others" on Plos One and below is my analysis on it. (My first time doing an analysis on an essay!)

The article shows a possible relationship between self-deception and deception through testing it in the real world -- an experiment had been carried out in two universities in London. Although there are proves and evidences that concludes to the conclusion that self-deceived individuals are better at deceiving others, in my opinion, there are still some other possible alternative explanations for the result.

Firstly, as students get a pound when they are doing the estimation as well as when they are doing the second one, they might have taken the first estimation seriously and did not took the second as seriously as the first one as they might not be as surprised as the first time anymore. Secondly, there might be a history effect that the authors didn't mention. Something might have happened during one of the group meetings that result in students being less confident and eventually leads to a decrease in their level of deception. This has an direct effect on the final result. Thirdly, students could have misunderstood the purpose of the investigation. They might have thought that this study was to find out who can guess other students' grade / mark the most accurately, therefore did more deception to the other students so they wouldn't be able to guess the student's grade / mark.

If I could investigate the authors' hypothesis, I would choose to guard against these possible threats. Firstly, in order to maximize internal validity, we can use experimental research design to find out if the coin is the explanation by splitting the group randomly into two small groups. One group was given a 1 dollar for both estimations, and the other was given the dollar for the first time and two for the second time. By manipulating an independent variable, the amount of money given to the students, it is easy to find out if it really causes an impact on the students. I will use a questionnaire to collect results, as it will give the students the least amount of pressure. Secondly, replicated interrupted time-series design can be used to minimize the second effect. We can have two groups that go through all the process in the exactly same way. However, if there is a major difference in the final result, we can probably find out that a historical effect causing the difference. Thirdly, the double-blind research design the authors used is absolutely a good choice, since it will minimize the bias in the behaviors in both the experimenter and the students. However, it isn't "blind" enough as the students still knew that the experiment was about people's ability to evaluate themselves and their peers. There should be a cover story that perfectly explains everything while causing the least amount of bias. with these guards against the possible threats, the experiment results will be more accurate and less sloppy.

As a conclusion, there were a few other explanations that could explain the experiment, that could pose threats to internal validity. Better designs can be used to minimize these threats. In this way, the experiment and the result could be done in a more accurate way and avoid being sloppy science.

Analysis on an Article about Deception

673 Highland Court
Torrance
CA 90505
17th November 2018
54 Walnutwood Ave.
Portland
ME 04103

Dear KJ Dell’ Antonia:

I am writing to you to express my opinion towards the points in your article. I strongly agree that choosing a career path is a serious problem for students nowadays.

In your article, you mentioned the main question that many students are not sure of: Should the students continue to do the extracurricular activities that they have been pursuing? You also have many smaller arguments, such as, should they turn professional, can they return the activity back to an amateur approach, can they get a break from the endless activities, etc.

I strongly agree that these are serious questions that are worth all students to think about. I would also like to suggest some of my own opinions about these questions. Firstly, when considering if they want to turn professional, students should consider their interest in the activity. If they find their activities interesting as they dig deeper into the activities, they should turn professional. On the other hand, if they just like it from an amateur approach and find it insipid and stressful, they should not turn professional, even if learning the activity can give them lots of financial profits.

Some other things to consider about before putting lots of effort into the activity is the original reason for doing it. It is possible that students will not be able to return back to an amateur approach if they have been used to a highly professionalized version of it. Despite your hobby/sport not being as high stakes as it was previously, you may enjoy it even more as there will be no pressure to perform to the same level and you can enjoy the sport/hobby and have fun with it again. Furthermore, doing endless extra-extracurricular activities can wear the students out as it is nearly impossible for them to have a break. In my opinion, if students find doing it tiring, they probably have lost their original reason to do the activity. They should stop doing it if they start to see as a burden instead of interest, but if they are still motivated they should persevere.

As a conclusion, I think it depends if students should continue to do the extracurricular activities that they have been pursuing. Things that they should consider about first before making the decision include their interest towards the activity, the reason that they are doing the activity, and their ability to do the activity along with the majors they are learning in the university. Students should all think about these questions so they can choose their career path with confidence when the time comes.

Your Sincerely,
Cecelia Luo.

A Letter to KJ Dell' Antonia

The title sounds a lot like Agatha Christie's Death on the Nile, but it is actually the topic of our last English assessment in the school year of 2018 - 2019. The unit was about how to identify bias from an article or other media effectively. The article we did the assessment was a recent post on the New York Times named "It was like a zoo" (https://www.nytimes.com/2019/05/26/world/asia/mount-everest-deaths.html).

Is this media text biased? How can you tell?
This media text is biased. This can be told because there is only one opinion in the whole text about what is happening on the summit of Mount Everest, all saying that it is overcrowded.

How might facts be manipulated to inspire bias?
Facts can be manipulated to inspire bias by putting it between negative facts and opinions. For example, it is actually ok to have lots of people on Near the summit of Mount Everest, and the total death toll isn't extremely high too. However, by putting this fact between some negative (those that people think is bad) facts, the fact itself will look negative. Some negative facts are: some black markets are making low-quality gas cylinders and people with no experiences are coming up onto the summit. There are also lots of negative comment on the crowd on the summit of the Everest from experienced mountaineer, which looks like facts but are actually opinions. These all manipulate facts to inspire bias.

How are language and images used to engage an audience?
Images usually attract the audience to read the text, and the language media uses explains the images, but in its own way so that the audience can think in the way the media wants the audience to.

For example, the first image of the article shows a long line of audience on Mount Everest. People usually just see grand sight of the mountain and the audience probably has never seen an image like his. The scenery might just shows the crowd near the summit of the mountain, but the language used underneath the image: "crowded, unruly gives the state of the entire Mount Everest, which makes the audience to think that what shown in the image is the overall condition of Mount Everest.

What values and beliefs does this media text promote? How are language and images used to promote these values and beliefs?
The media text promotes that if people are not prepared, they should not climb the Everest, or else there will be serious consequences that are both bad for themselves and the others. This is promoted with images that show the mountain packed with the crowds that give the audience an uncomfortable feeling and quotes from professionals(mountaineering experts) telling that there will be health and ethical problems for people with no mountaineering experiences to climb the summit of Mount Everest.

Why is thinking critically about media texts an important life
Thinking critically about media texts is an important life skill, because then we would not be just reading the opinions in it and think in its way, and instead we can gather the facts, searching for other media that describes the same event and have our own opinions based on what we perceive everyday, our values and the facts from the media

Deaths on the Everest


9 Brooklands Drive
Ashton
Wigan
Lancashire
WN4 7RJ
17th November 2018

The Wigan Observer
Wigan
Lancashire
WN1 8XY

Dear Jenny McCartney,

I am writing to you to express my total agreement towards your views to violence in movies. I think it is wrong to include the element of violence in realistic movies.

In your article, you wrote that some popular movies have a high level of sadism and brutality. They have terrible sanguinary and inhumane scenes that are very realistic and inappropriate for children to watch. This kind of films not only give children the wrong impression and understanding of the adult world but also taught them the wrong values to look at the world themselves. Some of the children even started to copy the scenes from the movie. Besides violent films, there are also lots of extremely violent video games that give huge impacts on teenagers. These screen violence all affect teenagers negatively and can possibly cause them to be violent.

I strongly agree with your point, but I wanted to add a few points to it. It is not totally Hollywood’s fault for teenagers to be strongly affected by violent films. It is ok to include extremely violent scenes in a movie, and it is ok to make it look realistic. I believe that Hollywood did not want small children and babies to watch the films too. They probably did not make these films out of the consideration to make the world a brutal place. Its real intention may be just to attract people to watch the movie, and leave them a great impression by making everything feel realistic. Besides Hollywood, there are lots of other people that could take responsibility. Firstly, the cinema that sells the ticket should take the responsibility to let people know what is the main theme of the movie and what kind of movie it is. For example, it is not enough to just add the “thriller” tag on its official website. If the film is violent, it should mention that there is violence; if the film is extremely violent, the cinema should also mark so. Yes, this might cause some people to be unwilling to watch the film, but is it really the right thing to do to trick people who do not feel comfortable and who are not suitable to watch the film to walk into the movie hall and take their money?

Secondly, parents should take more responsibility. They should not just care about if there are any nudes in the movie, or if there is violence in the movie. They should not take care of their children by allowing them into the movie hall saying: “No there are no nudes and violence.” or stop their children into the movie hall if there is violence or nudes in the movie. In a society that is greatly affected by screen violence, it is not enough for parents just to stop children watching the movie. They should also teach children the right values, for example, that it is wrong to kill, to heist, to put a bomb in someone’s stomach, etc. However, this is not enough. Children could be affected by violence from other sources, like ads of violent games on webpages, a description of it in books. Children are organisms with great curiosity, so parents should always answer children’s problem when possible. In this way, children will not be searching, trying to figure out the answer to their question themselves and think in the wrong way. It is actually very easy to do to answer a question, but don't ever ignore questions from children.

In conclusion, I do support your point to a very great extent. Children should not be allowed to watch violent films and everyone should take the responsibility to spread healthy values and make the world a better place.

Your Sincerely,
Cecelia Luo.

A Letter to Jenny McCartney